Using Indirect Teaching Methods
Many theorists argue that learning is an active process. Discussions, discovery and inquiry are indirect participatory alternatives.
Two major functions of education are the development of students’ ability to think critically and the development of their ability to perform independent inquiry. Indirect methods typically are less teacher directed, but they are more time-consuming. The Discussion Method
An important but infrequently used indirect teaching method is the classroom discussion. In a true discussion, students should talk more than the teacher. It is a carefully structured exchange of ideas directed toward a specific goal.
Two kinds of classroom goals are conducive to the discussion method. Subjects with questions that have no simple answers. Questions that are open to interpretation. Through discussion of ideas from history, government, economics, literature and science, students develop understanding of the issues, rather than simply receiving and rehearsing factual information. This discussing controversial issues often increases knowledge about the issues as well as encouraging deeper understanding of the various sides of an issue.
The second type of goal involves situations in which issues from the affective domain are being addressed. The discussion method usually is far more effective than the lecture method at changing attitudes, values and behaviours.
Open communication and a supportive atmosphere are keys to effective discussions. The classroom should serve as an open forum in which students can feel free to express their opinions as well as review factual material. Certain roles and procedures, however, are essential to the success of the discussion procedure.
The teacher’s role becomes less of a director of learning and more a facilitator of or guide to learning. But an active, purposeful leader is needed in guiding the discussion – could be teacher but better a student. Leaders should not dominate but see that the discussion starts smoothly by making sure everyone understands the purpose and topic of discussion. Discussion must be kept moving and on track – discussion leaders occasionally must pose questions to the group and to individuals. Questions should also keep discussion on track, prevent individuals from dominating, get non-participators involved and make sure alternative viewpoints are addressed. Leader should be prepared to summarise periodically the major point of the discussion.
Discussions need a recorder who will keep notes on the key points made, create a summary of results and record the group’s conclusions. Occasionally, the teacher may want to assume the recorder role and designate a student group leader.
Participants are expected to be prepared and they should peruse the materials provided for the discussion. They should be ready to listen, give each other the opportunity for expressing differing opinions and ask questions. Planning the Discussion
If not well organised, most discussion will disintegrate into a sharing of ignorance or chaos. Four areas to be addressed:
Carefully consider goals and student preparation needed to achieve these goals. Most likely to be the acquisition of content knowledge or the exploration of attitudes or values. Students must be thoroughly conversant with the related information prior to the discussion. Essential to direct students to be prepared with regard to content knowledge or background information prior to the discussion.
Decide on large group (whole class) or small group discussion.
Seating must be considered. A productive discussion requires interaction which is often directly related to the seating arrangement. Students need to look directly at each other when they interact.
Consider the time allotted for the activity. Plan for about 45 minute discussion periods for older students, shorter for younger.
Only careful planning will result in a successful discussion activity. This planning requires that you have a thorough understanding of the characteristics and function of the two basic discussion forms – whole class and small group. Whole Class Discussions
Discussion leader poses questions, listens to student answers, reacts, and proves for more information. Teacher has a less dominant role, rather is a passive moderator creating an atmosphere conducive to free interaction. Neither teacher nor class member should dominate discussion. Teacher’s major task is to make total class session more interactive.
Ensure topic is appropriate for whole class discussion and that the class has an adequate knowledge base. Make plan that lays out a procedure (agenda), time limits, and discussion ground rules.
Plan a lively springboard or set that will get the discussion started. Once the discussion has begun, it is the leader’s function to keep it on track, summarise as needed, and involve all class member through the use of questions, the redirecting technique and reinforcement. Discussion points must be brought to a logical conclusion.
Ann effective way of improving student learning is through whole-class discussions built around textbook content. One such strategy, called listen-read-and-discuss, begins with a teacher’s short overview lecture of the textbook material which is to be read by students. This short introductory lecture should serve as an advance organiser and should set the framework for the material subsequently read by the class. A discussion of the content material follows. This procedure allows students to compare their understanding of the reading with the teacher’s presentation. Furthermore it gives the teacher the opportunity for evaluating and getting feedback on students’ understanding of the concepts covered. Small Group Discussions
Successful small-group learning requires very careful planning. Different groups will probably gather and work in different parts of the classroom, thus impossible for teacher to be with each group. Clear guidelines must be provided regarding task and responsibilities. Appoint an appropriate student as leader for each group as well as a recorder. Upon completion of the group activity each group should be required to report to the rest of the class.
Five to seven is the suggestion for group sizes otherwise larger groups students can ‘hide’ and not participate or smaller and the group lacks diversity.
Small group instruction has several strengths, mainly the development of communication skills, leadership abilities, open-mindedness, persuasive arguing and other interpersonal skills. Group work often leads to a stronger sense of personal commitment to decisions made by the group than those made by the whole class or individuals. Students involved in small group work are usually given more opportunity for active verbal participation and in some cases for physical movement.
One of the primary problems with small group discussion is a tendency for students to quickly drift off task and the activity too often disintegrates into bickering and thus a waste of time. Another danger concerns group composition. It is possible that some groups cannot work together cooperatively or that they include students with very similar (or very different) points of view or interests. These groups have difficulty reaching conclusions. Planning and supervision can combat these limitations.
Small group types: Brainstorming
A small group activity used to generate ideas. Session started by the leader who introduces a topic or problem and asks each small group to generate ideas, solutions or comments. All answers (even incorrect ones) should be accepted. Co comments about or reactions to contributions should be allowed until all groups have reported their ideas.
Brainstorming is an excellent initiating process for another activity such as another discussion, research, problem solving, or small group activity. Buzz Group
A work group of relatively short duration. Such a group is established quickly to share opinions, viewpoints, or reactions. The group can be formed easily by counting off or by having those in proximity form a group.
Usually consist of from 4 to 7 members and rarely meet for more than 15 minutes. Can be established for a brief discussion of certain ideas or course content. Buss session then should be followed up with a whole class discussion of the conclusions or findings. Task Group
Sets out to solve a problem or complete a project. Unlike other types of discussion, task groups involve students in some kind of work activity and each group member has a role or an assignment that is clearly defined for all group members. Their size usually ranges from four to eight members depending on the problem or project.
Task groups tend to be teacher directed. Teacher selects tasks and assigns the group members specific responsibilities. Perhaps also a work schedule and monitoring system. Teacher should make available resources required to accomplish the task.
Task groups are best suited for small number of students who can be fairly self-directed. Students should be able to create an uninhibited, but productive, environment in which discussion can be free and open.
Panels
Also known as roundtables and are a special form of the small group approach. Usually 5 to 8 and prepare in advance an informal discussion about an assigned issue to be presented in front of the class. One student usually serves as panel chair and directs the discussion. Each panel member makes an informal opening statement however no speeches as such are made. A give and take session between panel members and members of the class follows the opening statement and discussion.
The topics for panel discussions can evolve from ongoing class activities or can be anticipated and planned by the teacher. Best panel discussions come from issues that are important and meaningful to the students.
Most students will need teach assistance in preparing for their panels. For most panel issues, the group should be given about a week’s preparation time. Part of this preparation time should be given in class so that you can oversee the development of their presentations.
Students should be briefed carefully on procedure. Initial panellist presentations should be limited to about 15 minutes. After this more formal portion of the panel presentation, the discussion should be opened up for a class discussion of the topic or for a question-and-answer session from the audience. This open-ended session then should be followed by a summary of the important points by the panel chairperson.
Many theorists argue that learning is an active process. Discussions, discovery and inquiry are indirect participatory alternatives.
Two major functions of education are the development of students’ ability to think critically and the development of their ability to perform independent inquiry. Indirect methods typically are less teacher directed, but they are more time-consuming.
The Discussion Method
An important but infrequently used indirect teaching method is the classroom discussion. In a true discussion, students should talk more than the teacher. It is a carefully structured exchange of ideas directed toward a specific goal.
Two kinds of classroom goals are conducive to the discussion method. Subjects with questions that have no simple answers. Questions that are open to interpretation. Through discussion of ideas from history, government, economics, literature and science, students develop understanding of the issues, rather than simply receiving and rehearsing factual information. This discussing controversial issues often increases knowledge about the issues as well as encouraging deeper understanding of the various sides of an issue.
The second type of goal involves situations in which issues from the affective domain are being addressed. The discussion method usually is far more effective than the lecture method at changing attitudes, values and behaviours.
Open communication and a supportive atmosphere are keys to effective discussions. The classroom should serve as an open forum in which students can feel free to express their opinions as well as review factual material. Certain roles and procedures, however, are essential to the success of the discussion procedure.
The teacher’s role becomes less of a director of learning and more a facilitator of or guide to learning. But an active, purposeful leader is needed in guiding the discussion – could be teacher but better a student. Leaders should not dominate but see that the discussion starts smoothly by making sure everyone understands the purpose and topic of discussion. Discussion must be kept moving and on track – discussion leaders occasionally must pose questions to the group and to individuals. Questions should also keep discussion on track, prevent individuals from dominating, get non-participators involved and make sure alternative viewpoints are addressed. Leader should be prepared to summarise periodically the major point of the discussion.
Discussions need a recorder who will keep notes on the key points made, create a summary of results and record the group’s conclusions. Occasionally, the teacher may want to assume the recorder role and designate a student group leader.
Participants are expected to be prepared and they should peruse the materials provided for the discussion. They should be ready to listen, give each other the opportunity for expressing differing opinions and ask questions.
Planning the Discussion
If not well organised, most discussion will disintegrate into a sharing of ignorance or chaos. Four areas to be addressed:
- Carefully consider goals and student preparation needed to achieve these goals. Most likely to be the acquisition of content knowledge or the exploration of attitudes or values. Students must be thoroughly conversant with the related information prior to the discussion. Essential to direct students to be prepared with regard to content knowledge or background information prior to the discussion.
- Decide on large group (whole class) or small group discussion.
- Seating must be considered. A productive discussion requires interaction which is often directly related to the seating arrangement. Students need to look directly at each other when they interact.
- Consider the time allotted for the activity. Plan for about 45 minute discussion periods for older students, shorter for younger.
Only careful planning will result in a successful discussion activity. This planning requires that you have a thorough understanding of the characteristics and function of the two basic discussion forms – whole class and small group.Whole Class Discussions
Discussion leader poses questions, listens to student answers, reacts, and proves for more information. Teacher has a less dominant role, rather is a passive moderator creating an atmosphere conducive to free interaction. Neither teacher nor class member should dominate discussion. Teacher’s major task is to make total class session more interactive.
Ensure topic is appropriate for whole class discussion and that the class has an adequate knowledge base. Make plan that lays out a procedure (agenda), time limits, and discussion ground rules.
Plan a lively springboard or set that will get the discussion started. Once the discussion has begun, it is the leader’s function to keep it on track, summarise as needed, and involve all class member through the use of questions, the redirecting technique and reinforcement. Discussion points must be brought to a logical conclusion.
Ann effective way of improving student learning is through whole-class discussions built around textbook content. One such strategy, called listen-read-and-discuss, begins with a teacher’s short overview lecture of the textbook material which is to be read by students. This short introductory lecture should serve as an advance organiser and should set the framework for the material subsequently read by the class. A discussion of the content material follows. This procedure allows students to compare their understanding of the reading with the teacher’s presentation. Furthermore it gives the teacher the opportunity for evaluating and getting feedback on students’ understanding of the concepts covered.
Small Group Discussions
Successful small-group learning requires very careful planning. Different groups will probably gather and work in different parts of the classroom, thus impossible for teacher to be with each group. Clear guidelines must be provided regarding task and responsibilities. Appoint an appropriate student as leader for each group as well as a recorder. Upon completion of the group activity each group should be required to report to the rest of the class.
Five to seven is the suggestion for group sizes otherwise larger groups students can ‘hide’ and not participate or smaller and the group lacks diversity.
Small group instruction has several strengths, mainly the development of communication skills, leadership abilities, open-mindedness, persuasive arguing and other interpersonal skills. Group work often leads to a stronger sense of personal commitment to decisions made by the group than those made by the whole class or individuals. Students involved in small group work are usually given more opportunity for active verbal participation and in some cases for physical movement.
One of the primary problems with small group discussion is a tendency for students to quickly drift off task and the activity too often disintegrates into bickering and thus a waste of time. Another danger concerns group composition. It is possible that some groups cannot work together cooperatively or that they include students with very similar (or very different) points of view or interests. These groups have difficulty reaching conclusions. Planning and supervision can combat these limitations.
Small group types:
Brainstorming
A small group activity used to generate ideas. Session started by the leader who introduces a topic or problem and asks each small group to generate ideas, solutions or comments. All answers (even incorrect ones) should be accepted. Co comments about or reactions to contributions should be allowed until all groups have reported their ideas.
Brainstorming is an excellent initiating process for another activity such as another discussion, research, problem solving, or small group activity.
Buzz Group
A work group of relatively short duration. Such a group is established quickly to share opinions, viewpoints, or reactions. The group can be formed easily by counting off or by having those in proximity form a group.
Usually consist of from 4 to 7 members and rarely meet for more than 15 minutes. Can be established for a brief discussion of certain ideas or course content. Buss session then should be followed up with a whole class discussion of the conclusions or findings.
Task Group
Sets out to solve a problem or complete a project. Unlike other types of discussion, task groups involve students in some kind of work activity and each group member has a role or an assignment that is clearly defined for all group members. Their size usually ranges from four to eight members depending on the problem or project.
Task groups tend to be teacher directed. Teacher selects tasks and assigns the group members specific responsibilities. Perhaps also a work schedule and monitoring system. Teacher should make available resources required to accomplish the task.
Task groups are best suited for small number of students who can be fairly self-directed. Students should be able to create an uninhibited, but productive, environment in which discussion can be free and open.
Panels
Also known as roundtables and are a special form of the small group approach. Usually 5 to 8 and prepare in advance an informal discussion about an assigned issue to be presented in front of the class. One student usually serves as panel chair and directs the discussion. Each panel member makes an informal opening statement however no speeches as such are made. A give and take session between panel members and members of the class follows the opening statement and discussion.
The topics for panel discussions can evolve from ongoing class activities or can be anticipated and planned by the teacher. Best panel discussions come from issues that are important and meaningful to the students.
Most students will need teach assistance in preparing for their panels. For most panel issues, the group should be given about a week’s preparation time. Part of this preparation time should be given in class so that you can oversee the development of their presentations.
Students should be briefed carefully on procedure. Initial panellist presentations should be limited to about 15 minutes. After this more formal portion of the panel presentation, the discussion should be opened up for a class discussion of the topic or for a question-and-answer session from the audience. This open-ended session then should be followed by a summary of the important points by the panel chairperson.